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MSDE data show multilingual learner population rising; reclassified students fare better on state tests
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Summary
Maryland’s education agency reported a 46% increase in identified multilingual learners since 2018 and linked WIDA ACCESS scores to MCAP performance, noting students who meet the WIDA 4.5 exit threshold perform closer to statewide averages while lower WIDA levels correlate with lower MCAP outcomes.
Maryland State Department of Education presenters told the State Board’s Strategy and Operations Committee that the number of identified multilingual learners in Maryland public schools rose from about 83,533 in 2017–18 to 121,985 in 2024–25, an increase the agency said underscores the urgency of aligning language supports with statewide instruction.
MSDE assessment lead Mr. Sanderson described how Maryland identifies multilingual learners: every newly enrolled student completes a three-question home language survey and, if two or more answers are non‑English, the student is screened with a WIDA family instrument. "If a student achieves below a score of 4.5…then they would be identified as limited English proficient (multilingual learner) and be eligible for English language development services," Sanderson said. The state uses a 4.5 WIDA ACCESS threshold for exiting services and monitors reclassified students for two years after exit.
The presentation linked WIDA ACCESS proficiency bands to MCAP (Maryland Comprehensive Assessment Program) results. MSDE showed students at lower WIDA levels are far more likely to score in the lowest MCAP proficiency bands in ELA, while students who have reached or exceeded the WIDA 4.5 threshold generally perform closer to statewide averages. MSDE reported that roughly 63% of reclassified students achieved proficiency on the MCAP ELA assessment; on mathematics, about 26% of reclassified students met proficiency, reflecting the broader statewide gap between ELA and math outcomes.
Board members pressed for more Maryland‑specific follow‑up. "I really wanna start by saying how much I appreciate the way that the language is formulated…we are light years ahead," said board member Miss Medina, who asked whether the national exit‑trajectory table MSDE showed actually forecasts Maryland exits. Sanderson said the table reflects consortium (WIDA) national expectations produced with research support from the University of Wisconsin and offered to provide state‑specific analyses, including the share of students scoring at WIDA level 1 who reach 4.5 within the anticipated years.
MSDE’s Theresa Timmons Parrot said the agency is moving to integrate language development into core instruction and MTSS so supports are woven through the school day rather than delivered in isolation. "We view that 4.5 as…a readiness indicator, not a finish line," she said, adding that secondary language demands and scheduling make sustained language instruction more difficult at higher grades.
Several board members urged that MSDE follow up with disaggregated data and practical steps. Dr. Michael cautioned that school safety and attendance are prerequisites for multilingual student achievement: "If we can't figure out how to make schools safe for many of our immigrant students, we can expect achievement to go down," he said. Mr. Sanderson and the team also noted recent procurement work that will add testing technology and tools and that Maryland prioritized Spanish and English adaptations given local language prevalence.
MSDE committed to producing further Maryland‑specific analyses on exit rates and disaggregations by grade band and LEA. The committee moved on after saying it would review the follow‑ups when provided.
